What is Neurodiversity? 

Caroline Miller

   “Neurodiversity" is the concept that there is natural variation in how people’s brains work, with no single “correct” way, and that a wide range of perceptions and responses to the world should be accepted and encouraged.”   Judy Singer, an Australian sociologist, introduced the term neurodiversity in the 1990's to fight stigma and promote equality and inclusion for "neurological minorities"- individuals whose brains work in atypical ways. These "minorities" include those who have autism, ADHD, learning differences and sensory processing challenges. She saw neurodiversity as a social justice movement to educate the public about the existence of individuals whose experience of the world differed from the majority based on their neurological differences.

 

      A  main goal of this movement is to recognize the strengths and benefits associated with this diversity.  Her argument that these variations should be viewed as normal neurological differences rather than deficits aligns with the asset-based model.  Being different is not the same as being broken.   Instead of seeing our neurodivergent students as “broken” and needing to be “fixed”, we should see them as different and needing to be supported. This approach focuses on what a student can do rather than what they can’t do. Neurodivergent students possess unique strengths such as creativity,  memorization skills, attention to detail,  and resilience.  With the appropriate support and accommodations in place, their differences can become their biggest strengths.   

 

Another goal of this movement is to create supportive, inclusive learning environments where neurodivergent students can thrive and reach their full potential. Traditional "one-size-fits-all" classrooms often overlook the needs of neurodivergent students, creating barriers to learning and emotional well-being.   It isn’t the student that needs to be fixed- it’s the classroom that needs to be fixed.  Instead of trying to change the student, we must change the environment to eliminate stressors and barriers like sensory overload, rigid rules and restrictive arrangements. 

Three areas where neurodivergent students tend to need help are behavioral issues,  executive functioning and social challenges.   Implementing supports such as visual aids, relaxation exercises, quiet spaces and movement breaks can help with emotional regulation.  When students do act out, acknowledging and validating their feelings will help them feel safe and supported,  which is essential for them to de-escalate and regain control.  Staff can then help problem solve effective ways to cope with strong feelings. Checklists, planners, and timers can help students who have difficulty with transitions, organization and time management.  Incorporating social stories, lunch bunch groups and  regular staff check-ins helps students navigate social situations, build friendships and feel a sense of belonging. 

This topic resonates with me as both as school nurse and a parent. When my Maddie first started school, she was placed in the "inclusion" classroom. I had no idea what that even meant other than having additional support staff available. It amazes me that I knew so little about something so important. Her early friendships were with children she met in that classroom, most of them falling under the umbrella of neurodiversity. Those friendships brought parents together, creating friendships and a network with shared knowledge. Over the years, I have witnessed the various supports, classroom adaptations and differentiated instruction provided to these children who will soon be moving on to high school. I am happy to say they are all exceling academically and socially! As a school nurse, I watch our staff work tirelessly day in and day out "fixing" the environment, taking down barriers and ensuring all students are included. I am in awe of these amazing people as well as the dedication and grace they show in taking on the daily challenge to support our neurodiverse students. Despite how physically and emotionally demanding this can be, they do the hard work so their students don't have to, enabling them to focus on learning.

How to Create a Neurodiversity-Affirming Classroom

    I enjoyed this TEDx Talk "Challenging Our Disordered Thinking about Neurodiversity" presented by Professor Sarah Verdon, PhD, a speech language pathologist, early childhood researcher and neurodiversity advocate ...I hope you do too!

While thinking about how we can fix schools to support our neurodiverse students, I wondered how 

we could also support our neurodivergent teachers. 

https://www.cultofpedagogy.com/neurodivergent-teachers/

 Kicking Ice Out of Our Schools and Communities

Now Is the Time to Defend Our Students: LA Educators vs. ICE 

by Maya Suzuki Daniels and Elijah Chiland

Recipes for Resistance: Students, Families, and Teachers Confront ICE Through Community  by Ross Irons

The introduction to this issue begins by telling the story of Silverio Villegas-Gonzalez, who soon after dropping his two young children off to school,  was fatally shot in his attempt to flee ICE agents.  While the government has long treated immigration as a “security issue rather than human one”, these tragic incidents, raids and family separations have created a ripple effect of fear in our youth.  Students are coming “to school carrying emergency plans in their backpacks and worries in their hearts” prompting educators to step up as frontline advocates. 

     The two articles I read in this issue highlighted how educators have joined the resistance to ensure the safety and well-being of students and their families during this time of crisis by organizing community safety patrols, grocery deliveries and connecting families through emergency chains. A movement intended to instill fear and tear families apart has actually created community solidarity and strengthened bonds. This connects with Alan Johnson's theory on power and privilege. Unearned entitlements such as feeling safe in public areas is a basic human right that everyone should have. “Students need to feel safe- physically and emotionally-  to learn, and ICE’s presence in our communities destroys that sense of safety”.  Schools should be a sanctuary ensuring all students, not only those with privilege, feel safe. These educators are refusing to remain silent bystanders and despite the risks have chosen the path of greater resistance to protect their students.

  The first article,  Now Is the Time to Defend Our Students: LA Educators vs. ICE tells the story of teachers who at the start of summer organized the Harbor Area Peace Patrol, a community watch that made daily rounds through the neighborhood looking for signs of immigration enforcement at local parks, grocery stores, and community centers. Once school returned to session, teachers signed up for morning and after-school patrols to ensure safety of students traveling to and from school.  This group provided additional support through the  “Revolutionary Mutual Cart.’” a program set up to raise funds to purchase and deliver groceries to  families who had members abducted by ICE, as well as those who were afraid to go to work for fear of being abducted. The article ended with this quote:

 “La maestra luchando también está enseñando — the teacher who is fighting is also teaching.”

The second article I read was  “Recipes for Resistance: Students, Families, and Teachers Confront ICE Through Community“.  Teachers wanted to find a way to connect with families targeted by ICE so decided to host a cooking night exclusively in Spanish. This event was intended not only to provide information and resources but also to create a joyful space where families could unite and honor their culture during this time of crisis.  After enjoying  time  preparing salsa together, they shared their fears and experiences with one another.  The evening was a success and ended with families exchanging phone numbers and offering assistance from family members and friends who could walk children to and from school when ICE was seen in the area.   Before leaving they were added to a group chat where other parents, teachers, and administrators shared information on ICE movements and resources and were also given a  “Know Your Rights” informational pamphlet for further guidance.

I have a student who carries the weight of the world on his shoulders. He is the  oldest of four children and  I suspect he has a great deal of responsibility at home. He is a sensitive child who is full of worry.  A couple months ago he came to see me with tummy troubles. He is lactose intolerant so this was not an unusual complaint but I sensed something was bothering him.  I could see the worry in his eyes and wondered if his physical complaint was actually anxiety related.   After speaking with him a few minutes, he became tearful and shared he was afraid of ICE coming to get him and his family.  He believed that they were at his house because someone knocked on the door and his parents told the children to be quiet and did not answer. He said they knocked once more before leaving. I tried to reassure him the best I could and called in the social worker for back up since she already works with this student. She followed up with the Principal and later told me they were unaware of any specific threat to the family.   To date, this is the only student who has expressed these fears.  We discussed the effects this is having on children causing them to feel unsafe, as well as the need to provide additional support to students and families.  I have attached a link with guidance on talking to children about ICE that I think may be helpful.

https://melindawmoyer.substack.com/p/how-to-talk-to-kids-about-ice-and

https://rethinkingschools.org/articles/now-is-the-time-to-defend-our-students/

https://rethinkingschools.org/articles/recipes-for-resistance/